Blended Learning Lesson for Completing Research

Standards Addressed:

Reading 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Learning Targets:

RIT.1 I can support my ideas using strong evidence from the text.

RIT.3 I can cite the source of the evidence in writing using MLA or another appropriate style guide.

W1. I can write an argumentative composition.

W8. I can evaluate multiple and relevant print, non-print, and digital sources.

Criteria for Success:

I will identify relevant information from the text to support my ideas.

I will determine the difference between “strong evidence” andgeneralization (broad statements) and unreliable or unrelateddetails.

I will determine how much evidence is necessary to support my claim.

I will use parentheses to include source information following the evidence.

I will consider the audience and purpose when I brainstorm.

I will use prewriting strategies (i.e. graphic organizers, outlines).

I will develop support and a logical structure for introducing the evidence.

I will write a clear thesis statement that establishes the organizational structure of the composition.

I will anticipate and address possible counterarguments throughawareness of current events and perspectives.

I will support and elaborate the components of my thesis statement.

I will employ effective transitional expressions between ideas.

I will revise for formal style and objective tone.

I will conclude in a way that moves from my specific evidence to a more general context.

I will apply rhetorical strategies learned in this lesson to essay writing projects of my own.

I will evaluate sources for validity and relevance.

I will use advanced searches effectively.

I will avoid plagiarism.

I will follow appropriate standard format for citations (e.g. MLA).

I will thoughtfully integrate selections from my sources into myresearch products.

Length of lesson:

3/ 90 minute blocks – with approximately 30 minutes for bellringer, instructions, and clean up plus time to work on essay

Directions:

In Advance

Print handouts – Essay Organizer, Popular Media Sources, Interviewing Handout, Research Paper Self Check, Peer Editing Checklist– (These files will also be available on Vikki’s ERPD Page)

Other suggested handouts to make available using Edmodo, Class Website/Blog, or print copies: Sample MLA Paper, Grading Rubric, OWL at Purdue MLA Powerpoint

Assign students to groups based on topic or same ability level

Make arrangements with media specialist and PLC member/Instructional Facilitator to share plan and expectations.

Introduce potential topics and expectations for essay. Explain purpose of research.

Allow students to complete a Boolean (Google, Bing, etc) search and narrow from the topic list to one topic.

Day of Activity

Bellringer and other daily routine (15 minutes)

Post groups and introduce volunteers

Group A --How to research using the databases like NCWiseOwl (to which all ISS schools have a subscription) and what information is necessary to complete a citation.

Group B -- How to find an appropriate popular media source, how to weed out sources that would not be appropriate for the task, and what information is necessary to complete a citation.

Group C -- How to create interview questions, protocol when scheduling/conducting an interview, and help students develop questions based on their chosen topic.

Students will rotate by group to all three stations, one each day.

Mini-Lesson based on source type (20-25 minutes).

Students have guided search time or time to write interview question.

Going Forward

We used this activity with freshman as a precursor to introducing many of them to how to write a research essay. After introducing research, we taught lessons on introduction paragraphs, body paragraphs, conclusion paragraphs, and MLA. Students then had to fill in the graphic organizer which prepared them to type their essay. Once they felt they completed their typed copy, students should complete the Essay Self Check which verifies they have completed all required tasks. Finally, students were grouped in threes (usually with one struggling student per group) and were asked to peer edit their classmates’ compositions.

Assessment: formative/summative

Formative: During mini-lessons use guiding questions to gauge understanding (ex: Why is it important to ask permission before recording an interview? Why might it be better to choose an article from one of these National magazines or newspapers rather than randomly off the web? Working with students as they attempt to find resources or write interview questions.Quality and correctness of research as evidenced in rough draft.

Summative: Quality and correctness of research as evidenced in final essay.

Differentiation:

Struggling students can have more individualized help from session teacher while more independent students can work on their own.

Students who show mastery of identifying resources on their own, should be allowed to explore additional potential resources and/or may begin reading/annotating resources they have found that they feel are appropriate for their topic. In the interview questions section, students who show mastery may be utilized to help struggling students develop questions.